Examining the relationship between performance-based and questionnaire assessments of executive function in young...

Area of Science:

• Developmental Psychology
• Neuroscience
• Pediatrics

Background:

• Executive function (EF) is crucial for academic success and daily functioning.
• Preterm children may face unique challenges in EF development compared to term-born peers.
• Understanding the validity of EF assessments is vital for early intervention and educational planning.

Purpose of the Study:

• To investigate the association between performance-based executive function (EF) assessments and real-world EF, as reported by parents and teachers.
• To compare these associations in preterm and term children aged 4-5 years.
• To discuss the clinical implications for interpreting EF assessment tools in early schooling.

Main Methods:

• 141 preterm (<33 weeks gestation) and 77 term children were assessed at age 4.
• Performance-based tools included intelligence (WPPSI-III) and EF assessments (NEPSY-II, Day-Night, Shape School).
• Results were compared with parent/teacher EF questionnaires (BRIEF-P) at kindergarten entry (4-5 years).

Main Results:

• Performance-based intelligence and EF assessments showed inconsistent associations with parent/teacher EF reports.
• This lack of consistent association was observed in both preterm and term children.
• No strong correlation was found between objective testing and subjective, real-world functioning reports.

Conclusions:

• Performance-based executive function (EF) assessment tools may not reliably predict everyday EF in young children.
• Clinical interpretation of EF assessments requires careful consideration, particularly for preterm children entering formal schooling.
• Further research is needed to develop and validate EF measures that better reflect real-world functioning.